Document Type : review article
Authors
1
Department of Nursing, Community Nursing Research Center, Faculty of Nursing and Midwifery, Zahedan University of Medical Sciences, Zahedan, Iran.
2
Student Research Committee, Faculty of Nursing and Midwifery, Zahedan University of Medical Sciences, Zahedan, Iran.
Abstract
Aesthetic knowing represents a fundamental yet underexplored pattern of nursing knowledge, emphasizing meaning, interpretation, and relational engagement in care. In pediatric nursing, where children often communicate illness experiences through nonverbal and symbolic behaviors, empirical indicators alone may fail to capture the depth of these encounters. This philosophical narrative review sought to clarify the philosophical foundations of aesthetic knowing in pediatric care, delineate its conceptual dimensions, and explore its implications for practice and education. Drawing upon Dewey’s aesthetic theory, Gadamer’s hermeneutics, and Merleau-Ponty’s philosophy of embodiment, a comprehensive search across nursing, health sciences, and philosophical databases identified theoretical and conceptual sources relevant to aesthetic knowing and child nursing. Sixteen key publications were synthesized using an interpretive thematic approach. The findings conceptualize aesthetic knowing as an embodied, situational, and relational mode of understanding that enables pediatric nurses to interpret children’s lived experiences and respond ethically to vulnerability. It emerges not as mere intuitive empathy, but as a disciplined epistemological stance bridging ethics and interpretation in clinical practice. The integration of aesthetic knowing into pediatric nursing education and reflective practice may foster interpretive competence, enhance empathic responsiveness, and ultimately strengthen child-centered, humanistic care. This review contributes a clearer philosophical and practical framework for recognizing aesthetic knowing as a vital source of clinical wisdom in pediatric nursing.
Keywords
)